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Assyrian Ethnicity in Chicago Loyola University Chicago Loyola eCommons Dissertations Theses and Dissertations 1984 Assyrian Ethnicity in Chicago May Abraham Loyola University Chicago Follow this and additional works at: https://ecommons.luc.edu/luc_diss Part of the Education Commons Recommended Citation Abraham, May, "Assyrian Ethnicity in Chicago" (1984). Dissertations. 2246. https://ecommons.luc.edu/luc_diss/2246 This Dissertation is brought to you for free and open access by the Theses and Dissertations at Loyola eCommons. It has been accepted for inclusion in Dissertations by an authorized administrator of Loyola eCommons. For more information, please contact [email protected]. This work is licensed under a Creative Commons Attribution-Noncommercial-No Derivative Works 3.0 License. Copyright © 1984 May Abraham @Copyright by May Abraham, May, 1984 All Rights Reserved ASSYRIAN ETHNICITV IN EDUCATION IN CHICAGO by May Abraham A Dissertation Submitted to the Faculty of the School of Education of Loyola University of Chicago in Partial Fulfillment of the Requirements for the Degree of Doctor of Education June ]~84 May Abraham School of Education, Loyola University of Chicago ASSSYRIAN ETHNICITY IN EDUCATION IN CHICAGO This dissertation is an_outgrowth of research concerning ethnicity and education, and curriculum development associated with bilingual education. The activities conducted and behaviors maintained by the Assyrian clubs and their-radio programs, Mar Dinkha IV's Apostolic Catholic Church, Mar Gewargis' Sunday School, Rev. Shabaz' Assyrian Bible School are examples that illustrate this translation process of learning. Background concerning the Assyrian heritage, the Aramaic (Syriac) and the Assyrian language summarizes ~his investigation within the structure of language formation. Scholars' interpreta­ tions and ordinary laymen's views are presented concerning commonly held assumptions and certain distortions which have been prevalent. New theories hypothesized by scholars are outlined. A definition of Assyrian people today is given to distinguish between the ancient Assyrian and the contemporary one. An independent study of this Assyrian community can be a starting point toward a more unified native-speaking community with new cultural values attached to various traceable and shifting factors appropriate to life here. The study serves to broach Assyrian groups 1 2 about basic cooperation needed to foster communication between differ- ing factions using democratic principles. Examination of the Chicago Public Schools' Assyrian Bilingual Program was an important pillar of the research. Since the Assyrian language has already been decoded for the language transmission process, students in this program should be encouraged to view their language clearly. Broad educational objectives and program goals of a model Sunday School and language school are set forth. This description is evaluated against the standards of existing Sunday Schools and bilingual programs. Tne entities which conduct events to meet the cultural and ed- ucational needs of the Assyrian community are observed and interpreted in the light of certain historical, cultural, or religious traditions. However, controversies regarding Assyrian history, ethnic origin, and language formation must be resolved so that practical applications become worthwhile to the Assyrian community. Since communication is a serious-expression of ethnic identity, no Assyrian should be denied the exploration of his language, litera- ture, and heritage. Tolerance and understanding is now required; firm dedication to new educational approaches is called for to organize programs which highlight the ~~syrian ethnic experience in Chicago. ~ ACKNOWLEDGMENTS I wish to express my deep gratitude for the advice and cooperation I have received from the Doctoral Committee members, Dr. John M. Wozniak, Dr. Gerald L. Gutek, and Dr. Joan K. Smith. My special thanks go out to the Loyola University Library personnel, the secretaries of the School of Education, fellow- students, and members of the administration who assisted me with their impartial points of view which helped me to take this com- parative approach on Assyrian ethnicity while doing research for this dissertation. Obviously it is impossible to mention here individually, I all the names of those who contributed with their information and cooperation including the Presidents of the various Assyrian organ- izations, the personnel at the Chicago Board of Education, the English and foreign language teachers, and the Assyrian Church and community leaders. But I would especially thank Msgr. Edward J. Bikoma, Mar Dinkha IV, Dr. Robert Paulisian, Dr. Sargon Odisho, Ewan Gewargis, Sargon Morano, Isaac Toma, Sada Khano, Valda Spandiary, Youab Mirza, Kardekh Khoshaba, Shamasha Gewargis, Klames Ganji, Ephraim Abraham, Sr., and John Yonan. In addition, I wish to thank friends in politics--Sen. John Nimrod, the Late Cong. Adam Benjamin, Jr., Atty. John B. McCauley, ii and Sen. Arthur L. Berman, with whom I spent countless hours sampling information which made this research possible. I appreciate their assistance. Special notes of gratitude are due to Dr. Marcel Fredericks, Dr. Mark Krug, Miss Kay Smith, and Dr. Janet Fredericks who assisted with some of the technical aspects of the work. My sons at Loyola University, Peter and Tom, and my husband Ephraim, I cannot thank enough for their tolerance and understanding during the many months they had to manage the everyday chores without their mother's help or participation. iii VITA May Abraham was born in Sulaymanyah, Iraq. She grew up in a multilingual and multicultural country, and at the age of six was speaking four languages (Arabic, Assyrian, Turkish, and Kurdish). This early experience influenced her personality development and made her aware of the importance of cultural appreciation and underlying value systems. She attended grammar school in Baghdad and Kirkuk, then completed grade school and most of her secondary school training in Kirkuk, Iraq. During the fifth or last year of high school, her family moved to two different cities (Arbil and Sulaymanyah) after her father, Col. Soloman Michael, was appointed a military commander of Iraqi Garrisons. There she attended two different high schools operated in two distinct languages of instruction (Turkish and Kurdish). She graduated from the Arbil Boys' High School in June, 1952 as the only girl among her fellow-classmates. Subsequently she completed the Higher Teacher Training College program in Baghdad, Iraq, graduating in June, 1956 with a Bachelor of Arts Degree, majoring in the English language. May Abraham began her~teaching career at the Kirkuk Girls' High School while residing with her family in Iraq. Her teaching experience included two different secondary schools in Kirkuk. iv Then, she was introduced to Ephraim Abraham, Jr. through her brother Ben Michael who was also a student at Loyola University of Chicago. They came back to the United States of America and resided in Chicago where she has raised two sons, and pursued graduate work and a teaching career. May Abraham received the Master of Education Degree in Guidance and Counseling from Loyola University's School of Education in February, 1968 and undertook study of the French language at Northwestern University. Resuming her career, she became an English teacher at St. Joseph's Grammar School in Wilmette, and following service at St. Scholastica High School, she attained her regular certification in secondary English. She has taught at Catholic and Public High Schools. Presently, she is a tenured teacher with the Chicago Board of Education. Other related experience includes the position of Assyrian Liaison to Sen. Arthur L. Berman at his Evanston office. Active in a number of professional organizations, May Abraham has partici­ pated in the CFM (Christian Family Movement),- CCFR (Chicago Council on Foreign Relations), CTU (Chicago Teachers' Union), PDK (Phi Delta Kappa), and LUAA (Loyola University Alumni Association). v TABLE OF CONTENTS Page Acknowledgments . • ii VITA • . iv CONTENTS OF APPENDICES. ix Chapter I. INTRODUCTION •.•.••.•. 1 Purpose. 1 Review of Related Literature •• 2 Assyrian Clubs, Organizations, and Radio Programs . • 4 Background of the American Sunday School Movement .••...•.••.•• 28 Emergence of the Assyrian Sunday Schools. • . • . • . • 36 Assyrian Sunday Schools, 1930-1950 • 39 Sources, Procedures, and Limitations . • • • 41 II. HISTORY OF THE ASSYRIANS . 43 Background • • . • . • • • • • • • • 43 The Assyrian Heritage--Its People and Language . • • • . • 48 Aramaic (Syriac) and the Assyrian Language • • • • • • • • • . • • 51 The Modern Assyrian. • • • • . • 59 III. THE ASSYRIAN COMMUNITY IN CHICAGO •• 68 Development of Church Parishes • . 68 Growth of the Assyrian Community .. 74 The Assyrian Star ....... 79 TI1e Assyrian Education Center .. 84 Demographic and Socioeconomic Factors .. 89 The Assyrian Heritage Organization • 93 Ethnicity and Assimilation . • 96 IV. DESCRIPTION OF INDIVIDUAL PROGRAMS • • 100 Patriarch Mar Dinkha IV's Assyrian Apostolic Catholic Church. 100 vii viii TABLE OF CONTENTS Page Chapter IV. continued Contemporary Assyrian Sunday Schools--1950-1980 104 Mar Gewargis' Assyrian Sunday School. • 106 Rev. Shahbaz' Assyrian Bible School . 119 Dr. Paulisian's Northeastern University Assyrian School . • • • . 122 The Assyrian Bilingual Education Program in the Chicago Public School System. • . • . • 127 V. OBJECTIVES FOR A MODEL ASSYRIAN EDUCATION PROGRAM 137 Sunday
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